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CHAPTER – III
METHODOLOGY OF RESEARCH

3.1. Research Methodology:

Research is an endless quest for knowledge and an unending search for

truth. It brings to light new knowledge (or) corrects previous errors and

misconceptions and adds in an orderly way to the existing body of knowledge.

The knowledge obtained by research is scientific and objective and is a matter

of rational understanding, common verification and experience.

“Research is considered to be a more formal, systematic and intensive

process of carrying on the scientific method of analysis. It involves a more

systematic structure of investigation usually resulting in some sort of formal

record of procedure and a report of results in conclusion”. - J.W. Best

“Research is an honest, exhaustive, intelligent searching for facts and

their meanings (or) implications with reference to given problem. It is the

process of arriving at dependable solutions to problem through the planned and

systematic collection, analysis and interpretation of data. The best search is that

which is reliable, verifiable and exhaustive. So that it provides information in

which we have confidence”. - P.M. Cook

“The secret of our cultural development had been the research, pushing

back the areas of ignorance by discovering new truths, which, in turn lead to

better ways of doing things and better products”. John. W. Best

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Research is a systematic investigation resulting in some formal record of

procedures and the report of conclusions and results. Research has been defined

as a formal, systematic and scientific method of analysis. Research has proved

to be an essential and powerful tool in leading the human race towards progress.

There would have been very little progress in the world without systematic

research.

Research in education is needed to improve educational practices and

policies. Many of our educationists are constantly engaged in research to find

out effective methods of instruction and satisfactory techniques of improving

pupil behaviour. Research in education is also undertaken to develop suitable

learning materials, satisfactory techniques of evaluation, more comfortable

physical facilities and more efficient systems of educational management and

administration.

Traverse considered educational research as that activity which is

directed towards development of a science of behabiour in educational

situations. He considered that the aim of research is to provide knowledge

which will permit the educator to achieve these goals by the most effective

methods.

“Mouly” defined educational research as a systematic and scholarly

application of scientific method.

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Rummel has observed that since no two research undertakings are

exactly alike, it is impossible to set forth any right formulation of method (or)

procedure. There is a wide variation in the condition and circumstances which

determine the objectives and nature of research problems in different fields. The

purposes of a study may vary from researcher to researcher in terms where it is

to be conducted and the applications that are to be made of it. In addition, great

differences in the capacities, and characteristics among the individuals who do

research work are a proved fact. Thus all methods defy portrayal in terms of

formulae (or) standardization.

Considering the special advantages and depending on the nature of the

present study, the survey method has been chosen to study the personality

characteristics of high and low academic achievers of Nellore and Prakasam

Districts.

The formidable problem that follows the task of defining the research

problem is the preparation of the design of the research project, popularly

known as the “Research Design”. Decision regarding what, where, when, how

much, by what, what concerning an inquiry (or) a research study constitutes a

research design.

A research design is the arrangement of condition for collection and

analysis of data in a manner that aims to combine relevance to research purpose

with economy in procedure (Clair Selltiz and others, 1962). Infact, the research

design is the conceptual structure within which research is conducted. It

constitutes the blue print for the collection, measurement and analysis of data.
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Design is the heart of any research. For the present study, the following

aspects have been discussed which are concerned with the design of the study.

Research procedure includes the operational definitions of different terms used,

the hypotheses that are framed for testing and the rationale of the formulated

hypotheses. Selection of the sample includes the sampling techniques used, the

reasons for selection of a particular sampling technique and the selection of

samples according to variables. Selection of tools includes the suitable tools for

collection of data, description of the tools selected, testing their suitability for

the present study, and the procedure followed in administering the tools to

collect the data required for the study.

A good design is often characterized by objectives like flexible,

appropriate, efficient, economical and so on. Generally the design, which

minimizes bias and maximizes the reliability of the data collected and analysed

is considered a good design. The design, which gives the smallest experimental

error, is supposed to be the best design in many investigations. Similarly, a

design which yields maximal information and provides an opportunity for

considering many different aspects of a problem is considered most appropriate

and efficient design in respect of many research problems. Thus, the question of

good design is related to the purpose of the research problem and also with the

nature of the problem to be studied. A design may be quite suitable in one case,

but may be found unsuitable in one respect (or) the other in the context of some

other research problem.

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These are two basic purposes of design;

1. To provide a conclusive answer to the problem posed by the research

2. To control the potentiality of relevant variables, that is those which may

also influence the search outcome, but in which the researcher is not

interested at the moment.

For the present study normative survey method has been used. The

normative survey of research is usually designed to obtain permanent and

precise information concerning the current status of phenomena and, whenever

possible, to draw valid general conclusions from the facts discovered. It

restricts not only to fact finding but may often result in the formulation of

important principles of knowledge and solutions of significant problems

concerning local, state, national and international issues.

The descriptive (or) normative survey method of investigation is very

common in educational research, which attempts to describe and interpret what

exists at present in the form of conditions, practices, processes, trends, effects,

attitudes, beliefs etc.

In normative survey method, the ‘normative’ implies the determination

of normal (or) typical conditions (or) practices at present time and the ‘survey’

indicates the gathering of the data regarding current conditions. The descriptive

(or) normative survey method is an organized attempt to analyse, interpret and

report the present status of a social institution, group (or) area. Survey studies

collect information on what exists, on what we want, and on how to get there.
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3.2. Operational Definitions of Key Terms:

The definitions of some of the important terms used in this study are

given below:

1. Personality:

Etymologically, the word personality is derived from the Greeck word

“Persona”, which means a mask used by the actors in ancient Greece.

“The dynamic organisation with in the individual of these psycho-

physical systems that determine his adjustment to the environment”. - Allport

“The term personality means the configuration of individual

characteristics and ways of behaving which determine an individual unique

adjustment to his environment”. - Hillgard

A psychological term that refers to the predictable and unique indicators

of the way, an individual might respond to the environment. A personal

reference that usually connects acceptability and likeability. (Madhu Raj.1996;

John Bellingham. 2004).

Personality is that which permits a prediction of what a person will do in

a given situation. (Cattell. 1970)

The total psychological, and social reactions of an individual, the

synthesis of his objective, emotional and mental life, his behaviour and his

reactions to the environment; The unique (or) individual traits of a person are

connoted to a seller degree by “Personality” than by the term “Character”.

(Good C.V. 1973)

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For individual all the aspects of behaviour, thought and feeling that make

the person unique. For psychologists a major area of theory and research.

(Derek Rowntree. 1981)

Personality trait – A general aspect of a person that may predispose how

he (or) she reacts to particular situations (Madhu Raj 1996; John Bellingham

2004)

It may mean a collection of trait of a person that distinguishes him from

another, or psychologically, a dynamic organization within a person that

determines his adjustment to his environment, or the emotional or temperament

characteristics of a person or the social aspect of a person nature developed in

social interaction. In terms of behaviour it may be defined as the characteristic

pattern of behaviour through which the individual seeks to adjust himself to his

social environment.

Character:

A quality of personality evaluated according to the moral demands of a

society. There is much disagreement, and uncertainty over the definition of the

word. Some interpret it as roughly equivalent to personality, others as

synonymous with morality, and still others consider it interchangeable with

ethical and spiritual values. Almost all educators have stressed character as a

major objective of every school system. Some observers say that much of

character development at certain ages is ‘caught’ and not ‘taught’. Character is

mostly accepted as an inseparable part of personality.

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Academic:

Pertaining to school subject, or to the fields of liberal arts, or to the

sphere of ideas and abstractions.

Pertaining to the fields of English, Foreign language, History, Economics

Mathematics and Science (Good. 1973).

i) A scholarly teacher and /or researcher in higher education

ii) Relating to the school activities especially at higher educational level;

(Derek Rowntree, 1981)

Achievement:

Knowledge attained or skills developed by pupils usually in the school

subjects, measured by test scores or by marks assigned by teachers or by both.

Achievement test measures the level of performance actually shown in a given

subject (or) field.

i) Accomplishment (or) proficiency of performance in a given skill (or)

body of knowledge

ii) Progress in school, theoretically different from intelligence but

overlaps with it to a great degree. (Good, 1973)

Refers to the performance in school (or) college in a standardized

series of educational tests (Taneja, 1991)

The dictionary meaning of “achievement” is ‘to accomplish’, (or) “to

bring successful issue”. In the present study the word ‘achievement’ has also

been used with the same meaning. i.e something achieved by the students

through class room teaching.

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Academic Achievement:

Knowledge acquired and skills developed in school subjects, generally

indicated by marks obtained in tests.

i) Knowledge attained (or) skills developed in the school subjects, usually

designed by test scores (or) by marks assigned by teachers (or) by both

(Good 1973)

ii) Accomplishment (or) proficiency, performance in a given skill (or) body

of knowledge, progress in school theoretically different from intelligence

but overlaps with it to a great degree. (Good. 1973)

Measured ability and achievement level of a learner in school subjects

(or) particular skills (Derek Rown tree. 1981).

Refers to performance in a school (or) college in a standard series of

educational testing (Taneja 1991)

Accomplishment of specified objectives, past performance and what an

individual (or) organization has accomplished in the past, in contrast to ability

which refers to what an individual (or) organization can do now (in the present)

(or) in future. (Madhu Raj 1996 & S.K. Sing 2002).

Successful accomplishment (or) performance in particular subjects, areas

(or) courses, usually by reasons of skills, hard work and interest.

Typically summarized in various types of grades, marks, scores (or)

descriptive commentary (John Bellingham, 2004).

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A measure of knowledge gained in formal education usually indicated by

test scores, grade points, averages and degrees. (Madhu Raj, 1996; John

Bellingham, 2004).

Academic achievement is of paramount importance, particularly in the

present socio-economic and cultural contexts. Obviously, in the school, great

emphasis is placed on achievement right from the beginning of formal

education. The school performs the function of selection and differentiation

among students on the basis of their scholastic and other attainments and opens

out avenues for advancement, again primarily in terms of achievement.

Academic achievement is the major concern of educational policy

makers of every country. To a great extent, the achievement of the student

affects his failure, success and performance. Low achievement in social studies

surely influences their social life as good citizens. So, care should be taken to

increase that rate of achievement and find out the hindrances that decrease the

achievement rate. Academic performance, the major indicator of an individual’s

potential, expertise and success, is not an independent phenonomenon, rather it

is influenced by a number of factors, some of which are personal to the

individual while many others are located in the environment in which the

learning takes place.

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High Academic Achievers:

They are defined as those who achieve success over and above the

standard (or) expected level especially at an early age (web star’s Dictionary

2002). The students who have intelligence and high intellectual abilities in their

academic syllabus are called high academic achievers, they have skills in

vocabulary, skills in numbers, manipulative skill, reasoning and other cognitive

abilities, high I.Q level, various interests and also have divergent thinking.

High academic achievers have more positive attitudes, more reading

ability, more confident, more concerned with abstract ideas, more flexible, have

greater ego-strength and also have better observation.

Low Academic Achievers:

Good defines low achievers as those whose academic achievement is

significantly below the level expected of them on the basis of their assessed

intellectual potential.

The students who have less intelligence and less intellectual abilities in

their academic syllabus are called low academic achievers. They have

minimum skills in vocabulary, in numbers, manipulative skill, reasoning and

other cognitive abilities, less I.Q level and also have convergent thinking.

Low academic achievers have more negative attitude, less reading ability

and confidence. Besides they have no keen observation.

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3.3. Variables taken for the study:

A variable, as the name implies is something which varies. This is the

simplest and broadest way of defining a variable. However, a behaviour

scientist attempts to define a variable more precisely and specifically. From his

point of view, variables may be defined as those attributes of objects, events,

things and beings which can be measured. In other words, variables are

the characters of conditions that are manipulated, controlled (or) observed by

the experimenter. Intelligence, anxiety, aptitude, income, education,

authoritarianism, achievements, etc. are the examples of variables commonly

employed in psychology, sociology and education.

Variables are necessary requisites for any worth while research for the

purpose of comparison.

Any trait that changes from one case (or) condition to another, more

strictly, the representation of the trait, usually in quantitative form, such as a

measurement (or) an enumeration. (Good 1973).

Refers to a factor in educational research that influences the observation

(or) management of an educational phenomenon (R.P. Taneja, 1991 and group

of experts, 2003).
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Independent Variable:

i) A variable to which values may be assigned at will

ii) The variable on which an estimation (or) prediction is based in a

regression problem.

iii) In the plural, often used to refer to variables that are unconnected

where presented graphically, the x-axis (or) horizontal axis is

conveniently used for the independent variable (Good 1973).

In a statistical study, the variable whose values are deliberately changed

(or natural difference observed) in order to see how this influences the values of

another variable Derek Rown tree, 1981).

Refers to variable whose changes are considered as not dependent upon

transformations in other specific variables (R.P. Taneja, 1991.).

In experimental research, the aspect of the study that the investigator

manipulates (or) controls in order to observe the effect on the dependent

variable (Madhu Raj 1996).

An independent variable is one that the researcher manipulates; eg, a

type of instructional programme (Johan Bellingham, 2004).

Dependent Variable:

A dependent variable is one that changes in consequence with changes in

the independent variable (John Bellingham 2004).

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A variable whose magnitude depends on (or) is a function of, the value

of another variable (or other variables); a variable whose value is being

estimated (for example by regression techniques) from that of one (or) more

independent variables to which it is related; when represented graphically, the

y-axis (or) vertical line is conveniently used (or) the dependent variable. (Good,

1973).

In a statistical study, the variables in whose values, we are expecting to

see changes as a result of changes, we have made (or) observed in the values of

some other variable (Derck Rowntree, 1981)

Refers to a variable that is the presumed effect of a presumed cause of an

event (R.P. Taneja, 1991 and A Group of experts, 2003).

A factor is an experimental relationship which has (or) shows variation

that is hypothesized to be caused by another independent factor (or) variable

(Madhu Raj & S.K. Singh, 2002).

Demographic:

i) Statistics showing an area’s population characteristics such as age, race,

income and education.

ii) Basic information about an individual including such characteristics as

age, place of residence and marital status. (S.K. Singh 2002, & John

Bellinghom 2004)
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For the present study, the following demographic variables are considered.

1. Gender: Boys high school students versus Girls high school students

2. Locality: Urban high school students versus rural high school students.

3. Management: Government high School students versus private high school

students.

The rationale of selection of these variables is discussed here under.

1. Gender:

Now-a-days, girl education gained much importance as many parents and

others are encouraging them to persue higher education. As the psychological

conditions, exposure to the society, education and other aspects of Boys and

Girls vary differently, there may be a significant difference in the possession of

personality characteristics. So, a comparison between boys and girls of high

school students will reveal whether any differences exist in the possession of

personality characteristics.

2. Locality of the school:

The schools located in an urban area were considered as Urban school

and the schools located in rural area were considered as rural schools.

The rural and urban high school students differ widely in their

personality related to their mental abilities, psychological factors like introvert

–extrovert. So a comparison between rural and urban high school students well

reveal if any difference exists in their personality characteristics.

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3. Management of the school:

The schools managed by private organization (or) persons, either

partially (or) totally, were included in private schools. The public schools
Government recognized and (or) aided schools managed by the private
management were included under private schools.

The schools under sole management of Government officials were

included under government schools. So the schools managed by Mandal
Parishads, Zilla Parishads, Municipalities, Municipal Corporations (or)
Government were included in this category.

So, a comparison between these two types of management school

students will reveal if any difference exists in their personality characteristics.

The investigator has selected the following psycho-sociological variables

for the present study.

A) Dependent variable:

14 personality characteristics as assessed by HSPQ constituted the

dependent variable of the present study.

B) Independent variable:
The independent variables studied in this investigation are given below

Academic achievement and the personal and socio–demographic

variables included in the present investigation are Gender which is divided into
Boys & Girls; Locality which is divided in to Rural & Urban; Type of
management which is divided into private and Government.
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3.4. Hypothesis:

Two important functions that hypotheses serve in scientific inquiry are

the development of theory and the statement of parts of an existing theory in

testable form. Snow (1973) describes six levels of theory, with the first level

being hypothesis formation. At this initial level, the theory developer has a

hunch based on past experience, observations, and /or information gained from

others. A hypothesis is formulated in such a way that hunch can be tested.

Based upon the findings of the subsequent research, the hypothesis is supported

or rejected and more hypotheses are formulated to continue the process of

building a cohesive theory.

The research or scientific hypothesis is a formal affirmative statement

predicting a single research outcome, a tentative explanation of the relationship

between two or more variables. For the hypothesis to be testable, the variables

must be operationally defined. That is, the researcher specifies what operations

were conducted, or tests used, to measure each variable. Thus the hypothesis

focuses the investigation on a definite target and determines what observations,

or measures, are to be used.

In the behavioral sciences, the variables may be abstractions that cannot

be observed. These variables must be defined operationally by describing some

samples of actual behaviour that are concrete enough to be observed directly.

The relationship between these observable incidents may be deduced as

consistent or inconsistent with the consequences of the hypothesis. Thus, the

hypothesis may be judged to be probably true or probably false.

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Hypotheses of the Present Study:

Hypotheses are the tentative conclusions intended for verification. For

the present study, eleven major hypotheses were formulated.

1. There would be significant difference between high academic achievers

and low academic achievers in their personality characteristics.

2. There would be significant difference between high academic

achieving boys and low academic achieving boys in their personality

characteristics.

3. There would be significant difference between high academic

achieving girls and low academic achieving girls in their personality

characteristics.

4. There would be significant difference between high academic achievers

studying in Govt. high schools and low academic achievers studying in

Govt. high schools in their personality characteristics.

5. There would be significant difference between high academic achievers

studying in Private high schools and low academic achievers studying

in Private high schools in their personality characteristics.

6. There would be significant difference between high academic achievers

studying in urban high schools and low academic achievers studying in

urban high schools in their personality characteristics.

7. There would be significant difference between high academic achievers

studying in rural high schools and low academic achievers studying in

rural high schools in their personality characteristics.

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8. There would be significant difference between students studying in

Government and Private high schools in their personality

characteristics.

9. There would be significant difference between boys and girls studying

in high schools in their personality characteristics.

10. There would be significant difference between rural and urban high

school students in their personality characteristics.

11. There would be significant interaction among gender, locality of the

school and management of the school with regard to personality

characteristics.

3.5. Selection of Sample:

After finalizing the variables of the present study, consideration was

given to whether the entire population is to be made the subject for data

collection (or) a particular group is to be selected as a representative of the

whole population. The entire population here refers to all the Xth class studying

students in Prakasam and Nellore districts.

Of the two techniques, the second one, namely, the selection of a group

as a representative of the whole population was found to be more convenient

and suitable. This technique leads to a considerable saving of time, effort and

finance. The number of 10th class students selected is small and so it is possible

to make a detailed and intensive study. This generally leads to more accurate

and reliable results. As this sampling technique was more advantageous, it was

selected for the collection of data.

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In any social research, various methods are utilized for selection and

drawing of samples. After a detailed study of all these methods and considering

the variables selected for the research work, the stratified sampling method was

found to be most suitable.

In the stratified sampling method, the entire population will be divided

into smaller homogenious groups (or) strata, and then a sample is selected

within each group. Every sampling unit in the population is placed in one of the

strata prior to the selection of the sample so that the sum of the strata is

identical with the population.

Stratified sampling method has certain merits as a technique of sampling.

Auckoff has rightly said that stratified sampling enables the researcher to make

a composition of properties of the strata very well so as to estimate population

characteristics.

In this stratified sampling method, the investigator has greater control

over the selection of the sample when compared with random sampling. In

random sampling, although every group has a chance of being selected and

included in the sample, there is every possibility, and some times it does not

happen, that certain important groups are left unrepresented. But in stratified

sampling method no important group is likely to be left out.

Stratified sampling method is the ideal one when comparison between

different variables has to be made. For example, if comparison has to be made

between private and Government school students (or) rural and urban students,
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it would be very difficult to select the required number of units through any

other method of sampling. If any other method is used, the problem of bias and

prejudice creeps in.

Replacement of units is also possible in the stratified sampling method.

Normally if a particular unit is not accessible for a study, it is difficult to

replace it by another, but in this method it is possible. Stephen states that

“Stratification automatically brings about a replacement of persons lost in the

sample, by persons of the same stratum, thus partly correcting the bias that

would result if there were no replacement of losses”. As the entire population is

divided into particular strata, it is easy and convenient to replace an inaccessible

case by an accessible one.

In stratified sampling method, much depends on stratification process.

The following precautions were taken while stratifying the population. The

variables involved in the study were taken note of ; care was taken to see that

each stratum in the universe was large enough in size so that selection of items

could be done on random basis; the strata formed were definite and clear cut;

each stratum was free from influence of the other; and there was no

overlapping.

Firstly the ‘universe’ was clearly defined. In the technical phraseology of

research the whole population out of which the samples are selected is known

as the ‘universe’. For the present research work the universe includes all the X

class studying students in secondary schools of Andhra Pradesh. The study was
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limited to a particular geographical area, viz., Prakasam and Nellore Districts,

to facilitate appropriate sample selection and to avoid wastage of time and

money.

Secondly, decision was made about the units of the sample. A unit of

sample may be a house, a family, a group of individuals (or) a single individual.

A good unit should possess the following characteristics. 1. clarity: the unit

should be clearly defined in unambiguous terms. This would make the study

easy and efficient. For the present research work, a sampling unit is defined as

X class students studying in any secondary school of Prakasam and Nellore

Districts. 2. Suitability: A good unit should be well suited to the problem under

study. Since the problem is comparative study of high and low academic

achievers, the unit selected is well suited to the problem. 3. Accessibility: The

unit selected should be easily accessible to the researcher. If the units selected

are difficult to reach and if he fails to use of them, the study would be vitiated.

The selected sampling units, i.e. students studying X class in secondary schools

are easily accessible since they could be approached in any secondary school.

Thirdly, availability of sample and preparation of the source list are very

much essential. This is an important factor that makes representative selection

possible. A source list is the list which contains the names of the units of the

universe from which the sample may be selected. It may exist even before the

beginning of the project (or) it may be prepared afresh by the investigator

himself. Without a source list, study through sampling method is not possible.
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For the present research work, a source list consisting of the names of

secondary schools in Prakasam and Nellore Districts are used. Care was taken

to see that the source list was up-to-date and valid and that there was no

repetition of names of the schools. This source list was found to be relevant and

suitable because it included secondary schools as the study deals with the

personality characteristics of high and low achievers.

Besides considering these principles, it is extremely important to think

about the size of the sample to be selected. If the sample is either too small (or)

too large, it will make the study difficult and the results untenable. According to

Parten, “An optimum sample in survey is one which fulfils the requirements of

effective representatives, reliability and flexibility. The sample should be small

enough to avoid intolerable sampling error”.

The size of sample for the present research work was decided after

considering the following factors.

1. Since the intensive study was planned, a very large number of samples

were not selected. In case of an intensive study a very large number of

samples are not as useful as they involve huge consumption of the

resources. A smaller sample will be convenient.

2. The size and selection of the samples are also influenced by the nature of

universe. If the universe is homogenious, even a small-sized sample may

yield dependable and required results. If the universe is heterogeneous,

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small-sized samples may not be useful. In the case of the present study

the heterogeneous universe was split into smaller homogenious strata

(or) groups and then the sample were selected from these strata. For

example, Xth class students of Prakasam and Nellore Districts were

broadly grouped under high and low achievers, and Government and

private and rural and urban high school students. A sample was selected

from each of these groups.

3. The researcher needs to determine the number of the groups to be

formed. In case the number of groups proposed is large , the size of the

samples shall have to be large so that every group is of proper size and

suits the requirements of the study; in case the number of groups

proposed is small, even small-sized samples can fulfill the requirement

In case of the present study, the universe was divided into Boys and girls

students, Government and private school students, urban and rural school

students. Since the number of groups was moderate, a reasonable sample

was selected from each of these groups.

4. Practical consideration and accuracy will also play a vital role in

determining the size of the sample. Every study is guided by certain

practical considerations such as time, resources, accessibility of the data.

Generally, it is believed that a large-sized sample is more representative

and usually produces accurate results. This of course, mainly depends

upon the technique of sampling used. If the sampling technique is

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scientific, even small–sized samples can produce dependable and

accurate results. While selecting the size of the sample for the present

study, practical considerations like the availability of resources and time

were taken into consideration. Care was taken to make the sample

selection technique as scientific as possible.

5. The size of the sample is also governed by the size of the tools to be

used. In case the tools are short and the questions asked pertain to certain

limited factors, large sample can be selected. In case the tools are large

and the questions complicated, the sample should be small in size so that

from administrative point of view, the researcher may not be put to

unnecessary troubles. In the present study, as the tool selected belonged

to affective domain, a very large sample was not selected.

6. The sampling method also determines the size of the sample. When

random sampling method is used, the samples have to be large. On the

other hand, if samples are selected through stratified sampling method,

the reliability can be achieved even with the help of the small-sized

samples.

Taking these factors into consideration which influence the size of the

sample, it was decided to take an ideal sample of 800 students. This sample is

small enough to avoid unnecessary expenditure and large enough to avoid

intolerable sampling errors.

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After deciding about the sampling method, the universe selected was

divided into different strata. The variables chosen for the study are considered

in dividing the universe. The sampling design employed here involved not only

the stratification of universe but also random sampling technique to select

samples from within the stratum.

The total sample of 800 students consisted of high achievers (400); low

achievers (400); Boys (high achievers, 200); Boys (low achievers, 200); Girls

(high achievers 200) and Girls (low achievers, 200).

The data i.e. the marks obtained by 1400 high school students in their

Unit-I, Unit-II, Quarterly, Unit-III, Half-yearly, Unit-IV and Annual

examinations at X Class were collected and from among them 400 high

academic achievers were selected (by using the formula M+1S.D). Among

them 200 are boys and 200 are girls. Similarly 400 low academic achievers

were selected (by using the formula M-1S.D). Among them 200 are boys and

200 are girls. Only 800 students were administered HSPQ to collect the data.

The remaining 600 students with average academic achievement were not

considered in the present study since the objective of the study is to compare

the personality characteristics between high and low academic achievers.

Distribution of the sample is presented in the Table-1.

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Table –I: Showing the name of the school and sample size in the present study

S. Type of
Division Name of the School Locality Management Sample
No. School
1. Z.P.H. School, Kavali. Urban Z.P. Boys 24
2. Z.P.H. School, Kavali. Urban Z.P. Girls 50
3. Z.P.H. School, Musunur. Rural Z.P. Co-Education 14
4. Z.P.H. School, Rural Z.P. Co-Education 28
Venkateswarapallem.
5. Municipal High School, Urban Municipality Co-Education 50
8th Ward, Kavali.
KAVALI

6. Viswodaya High School, Urban Aided Boys 50

Kavali.
7. Viswodaya High School, Urban Aided Girls 50
Kavali.
8. Vidyalankar Public School, Rural Private Co-Education 41
Musumur.
9. Nalanda Concept School, Urban Private Co-Education 39
Kavali.
10. Govt. High School, Rural Govt. Boys 36
Singarayakonda.
11. Z.P.H. School, Rural Z.P. Girls 30
Singarayakonda.
12. Nagarjuna High School, Urban Private Co-Education 137
Kandukur.
13. Chaitanya High School, Rural Private Co-Education 50
Singarayakonda.
KANDUKUR

14. Sree Vidyanikethan High Rural Private Co-Education 60

School, Tangatur.
15. Sahasra Concept School, Rural Private Co-Education 21
Kamepalli.
16. Govt. High School, Rural Govt. Co-Education 22
Tangatur.
17. Z.P.H. School, Rural Z.P. Co-Education 25
Brahamanekaka.
18. Z.P.H. School, Jaldanki. Rural Govt. Co-Education 40
19. Prathibha Public School, Rural Private Co-Education 33
Jaladanki
Total 800
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3.6. Selection of Research Tool:

A research tool plays a major role in any worthwhile research as it is the

sole factor in determining the sound data and in arriving at perfect conclusions

about the problem (or) study in hand which, ultimately, helps in providing

suitable remedial measures to the problem concerned.

A great variety of research tools has been developed to aid in the

acquisition of data. These tools are of many kinds and employ distinctive ways

of describing and quantifying data. Each tool is particularly appropriate for

certain sources of data yielding information of the kind and in the form that

would be most effectively used, like the tools in the carpenter’s chest. Each is

appropriate in a given situation.

The selection and use of tools can be done in two ways. The first one is

to construct a tool independently by the investigator for his own study. Here,

there are many problems in doing so. Preparation and standardization of a

perfect tool itself is a major task, and one can easily say that it is a doctoral

study itself. A note of caution has to be taken when a researcher develops a tool

for his study by merely pooling up some items and does not subject it to the

sophisticated techniques of tool construction. The result would be then,

obviously, a poor quality research. With this, one can say that preparation and

standardization of tools is a major task, and one should take care of aspects like

selection of area and sample, pooling up of statements related to the area and

sample, consulting the experts and application of sophisticated statistical

techniques.
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The second way of selection and use of tools is right selection of tools

from already standardized ones available in the field of study. Here also it

involves a tedious job in locating the tools and identifying their usefulness to

the study on hand. Even then, this technique is very useful when a research

work is taken upto study in - depth and when the research work involves a good

number of variables. Some people believe that some of the instruments

available do not measure up to their standards. Hence new ones. In some

instances, consideration should be given to the logistics of the situation.

Lacking time and financial resources, many researchers cannot expect to

produce a better instrument. In these cases, the most logical procedure that one

can follow is to choose the best instrument available for his purpose.

Questionnaire:

It is a form containing a series of questions related to some

psychological, social, educational or any other topic with space provided for

indicating the response to each question, intended for submission to a number

of people for reply with the object of obtaining data with regard to some

problem. It helps to get information about interests, attitudes, opinions,

Judgments, or facts.

Barr Davis and Johnson (1952) define questionnaire as “A systematic

compilation of questions that are submitted to a sampling of population from

which information is desired”.

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Questionnaire falls under data gathering devices which make use of

properly prepared forms for inquiring into and securing information about

certain phenomena under study. Generally the word ‘questionnaire’ refers to a

device for securing answers to question by using a form which the respondent

fills in himself.

The questionnaire has an important place in educational research. It is

simple and clear form to get objective results in the best possible way.

The questionnaire was developed and used for collecting the opinions of

the person included in the sample for investigation. The study aimed at

knowing the degree of acceptance (or) divergence from one’s opinion to others

among the individuals in the sample.

Considering the flaws and merits of the selection of tools in either way, it

was thought that to select a standardized questionnaire as a tool for the present

study is more appropriate and suitable and, hence the Jr-Sr High School

personality Questionnaire (HSPQ) for ages twelve through eighteen years was

developed and standardized by Raymond B.Cattell, Research professor in

Psychology, University of Illinois and Mary D.L.Cattell, IPAT Staff ( 1976,

first Indian reprint) and printed by Adarsh & Co., New Delhi and published by

the psycho-centre, New Delhi – 110016, printed in India has been selected to

study the personality characteristics of high and low academic achievers.

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Personality Questionnaire:

Personality of an individual plays an important role in his / her scholastic

achievement. The review of related literatures showed that there are a number

of studies showing the relationship between personality and scholastic

achievement at school level. Hence the investigator felt a need to investigate the

relationship between personality of the child and its scholastic achievement

particularly, the achievement in all subjects of X class students. This motivated

the investigator to search for a suitable personality questionnaire.

The investigator studied all the personality theories and searched for a

suitable means of measuring the total behavbiour of an individual and is

convinced that Cattel’s theory, of all the various theories, is the only theory

based on the principle of totality of behaviour of an individual.

Selection of the tool (HSPQ):

Different psychologists have given different definitions for the term

“personality”.

Personality is a dynamic organization within the individual of those

psycho-physical systems that determine his unique adjustment to his

environment (Allport 1949).

According to Cattell (1950), ‘personality is that which permits a

prediction of what a person will do in a given situation’. One can not pass a

Judgment over one’s personality, by just looking through one’s physique (or)

sociability. One has to go carefully into all the aspects, biological and social
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and then only one can assess the personality of an individual. Sometimes some

researchers and even psychologists fall easily into the mistake of settling on a

single test for dealing with any one dimension of personality, for example

extroversion, self realization etc and from that they try to assess all kinds of

behaviour, which is not advisable.

For the individual all aspects of behavour, thought and feeling that make

the person unique. For psychologists a major area of theory and research (Derek

Rowntree 1981).

Keeping this in view, the personality of the students in the present study

is assessed using Cattell’s Junior– Senior High School personality questionnaire

(HSPQ). It is applicable to the age group of students 12 to 18 years. It is a

culture free test. It helps to obtain scores on 14 dimensions of the personality.

They represent basic concepts, which are understood by psychologists, so that

insightful understandings of the individual and his development as well as

statistical predictions are possible. The above point is weighted in favour of

selecting the HSPQ for assessing the personality traits of the students. Cattell’s

14 personality factors are given here under.

Allport asserts “traits are not discovered by inference by reasoning, not

by faith, not by naming and are themselves never directly observed. They are

discovered only through deductions made necessary by the provable

consistency of the separate observable acts of behaivour”.

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Cattell’s (1961) opinion is that the traits, which are evaluated by HSPQ

test, are the coil of human behaviour. Cattell defined personality as “that which

permits a forecast of what the person will do in a given situation”. It is reliable

with the connection of Hillix and Marri (1973) that the theory of personality is

truely identical with general theory of behaviour for Cattell’s definition would

fit theory of behaviour.

Vernon (1963) views that a person’s behaviour in any situation depends

upon specific features of that situation and on his temporary feeling (or) state of

mind, but it depends also on his more stable characteristics, abilities, more

general dispositions and habits which may be called traits.

In the light of above theoretical and practical thought, the researcher

selected the Cattell’s High School Personality Questionnaire (HSPQ) in the

present study.

The factors of the HSPQ are as follows.

Factor A - Sizothymia (Vs) Affectothymia.

Factor B - Low intelligence (Vs) High intelligence

Factor C - Lower ego strength (Vs) Higher ego strength.

Factor D - Phlegmatic temperament (Vs) Excitability

Factor E - Submissiveness (Vs) Dominance

Factor F - Desurgency (Vs) surgency

Factor G - Weaker superego strength (Vs) stronger super ego strength

Factor H - Threctia (Vs) parmia

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Factor I - Harsia (Vs) premisa

Factor J - Zeppia (Vs) Coasthenia

Factor Q1 - Untroubled (Vs) Guilt Proneness

Factor Q2 - Group dependency (Vs) self sufficiency

Factor Q3 - Low self-sentiment integration (Vs) High strength of

self –sentiment

Factor Q4 - Low ergic tension (Vs) High ergic tension

Feature of the HSPQ:

In summary, the special characteristics of the Jr-Sr High School

personality Questionnaire are:

1. It includes all of the more adequately research demonstrated

dimensions of personality from the general personality sphere. They

are, thus, the objectively determined source traits that are of potential

importance in clinical, educational and counselling practice.

2. By adding measures on this comprehensive series of personality

dimensions to what is usually covered by ability measurement, the

psychologist is able to increase the accuracy of prediction of school

achievement obtained from intelligence tests.

3. The test results give the teacher a psychologically insightful

understanding, as well as a precise, quantitative evaluation of those

aspects of a particular pupil’s personality contributing to, (or)

detracting from, his performance in school and his social adjustment

inside and out side the class room.

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4. The complete profile of fourteen scores provides a broad basis for the

routine accumulation of adequate records (on an annual) regarding a

child’s personality development. For it employs the same sires of

personality scale concepts as are developmentally involved at other

ages, and which can be measured by other IPAT tests.

5. These personality measures and concepts are equally relevant to child

guidance, counselling, and class room purposes.

6. The test format answer sheets are administrable with equal facility in

both group and individual testing situations.

7. The availability of equivalent form enables an examiner to use either a

short (or) a more extended version of the test according to the particular

compromise of higher reliability and greater brevity of testing time

which suits him. The same “telescopic principle”, achieved by several

parallel forms, also allows retesting of the same subjects immediately,

whereas a week (or) more might need to elapse safely to retest with the

same form.

That the test measures as set of fourteen factorially independent

dimensions of personality has already been stated. What is now necessary is

that the psychologist shall get a thorough grasp of their nature, and appreciate

more precisely research foundations on which they stand.

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3.7. Description of the HSPQ Factors:

Factor A: SizothymiaVs. Affectothymia

The persons, who scored low on Factor-A tends to be stiff, cool and

alone. He likes things rather than people, working alone and avoiding class of

view points. He is likely to be precise and rigid in his way of doing things and

personal standards.

The person who scores high on Factor-A, tends to be more mature, easy

going, emotionally expressive, ready to co-operate, attentive to the people, soft

hearted, kindly adaptable. He readily forms active groups. He is generous in

personal relations, less afraid of criticism and better able to remember the

names of the people.

Factor B: Less Intelligent Vs. More Intelligent

(Less intelligent, concrete thinking Vs. more intelligent, abstract thinking).

The person scoring low on Factor-B tends to be a slow learner, dull and

sluggish. He tends to have little capacity for higher forms of knowledge.

The person who scores high on Factor-B tends to be more intelligent,

quick in grasping, and a fast learner. Low score, in contrast indicates

deterioration of mental functions in pathological conditions.

Factor C: Emotionally Less Stable Vs. Emotionally Stable

The person who scores low on factor-C tends to be low in frustration

tolerance for un-satisfactory conditions and neurotically fatigued.

The person who scores more on Factor-C tends to be emotionally mature,

more stable , calm, and be able to maintain high group morale.

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Factor D: Phlegmatic Vs. Excitable

Phlegmatic, Deliberate, Inactive Vs. excitable, Impatient, Demanding

Overactive.

The person scoring low on factor-D is thought of same as ‘C’ with which

it has some behavior in common. However, it is distinguishable by more

immediate, “temperate mental” quality of excitability and by an irresponsible,

positive, assertive emphasis in emotionality.

The person who scores high on ‘D’ tends to be a restless sleeper, easily

distracted from work by noise. He is hurt and angry, if he is not given important

positions.

Factor E: Submissiveness Vs. Dominance

The person who scores low on factor-E tends to be dependent, a

follower, and takes action which goes along with the group. This, positively, is

part of many neurotic syndromes.

The person who scores high on factor-E tends to be assertive, self

assured, independent, bold in his approach to the situations. He may at times, be

hard, a law to himself, hostile, authoritarian and dis-regards authority.

Factor F: Desurgency Vs. Surgency

(Sober, Taciturn, Serious Vs. Enthusiastic, heedless, happy – go- lucky).

The person who scores low on Factor-F tends to be restrained and

introspective. He is some times pessimistic, anxious and considered to be

swung- he tends to be a sober, dependable person.

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The person who scores high on this factor tends to be cheerful, active,
talkative, frank, expressive, quick and un-perturbable. He is frequently chosen
as an elected leader. He may be impulsive and mercurial.

Factor G: Moral Standards Vs. Super ego-strength.

(Expedient, Disregards Vs. conscientious, persistence, moralistic, staid).
The person who scores low on factor ‘G’ tends to be unsteady in
purpose. He is often casual and lacking in effort for group under takings and
cultural demands.

The person who scores high on this factor tends to be strong in character,
persevering, responsible, determined, consistent, playful and well organized. He
prefers hard working people to witty companions.

Factor H: Threctia Vs. Parmia

(Shy, timid, restrained, threat-sensitive Vs. Adventurous, thickskin,
socially bold)

The person who scored low on ‘H’ tends to be shy, with-drawing,

cautious, retiring, and cooling. He usually has inferiority feelings. He tends to
be slow in speech, dislikes occupations with personal contacts and prefers one
(or) two close friends to large groups and is not given to keeping in contact with
all that is going on around him.

The person who scores high on this factor tends to be more sociable,
bold, ready to try new things, spontaneous and abundant in emotional response.
His “thickskinnedness” enables him to face wear and tear in dealing with
people. He tends to be pushy and actively interested in the opposite sex.
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Factor I: Harria Vs. Premsia

(Tough minded, rejects illusions Vs tender-minded, sensitive, dependent,
over protected)

The person who scores low on Factor-I tends to be practical, realistic,

masculine, independent, responsible but skeptical of subjective and

“uncultured”. He is some times unmoved, hard, cynical, and smug.

The person who scores high on this factor tends to be tender-minded, day

dreaming, artistically fastidious. He is sometimes demanding of attention and

help, impatient, dependent and impractical. He dislikes crude people and rough

occupations. He tends to be slow in group performance.

Factor J: Zeppia Vs coasthyenia

(Zestful, liking group Vs. circumspect Individualistic, reflective
Internally Restrained)

The person who scores low on Factor-J has ‘no’ for a difficult pattern to

interpret. It has been called variously the Hamlet factor, neurasthenia, etc.

The person who scores high on this trait prefers to do things on his own,

is physically and intellectually fastidious, thinks over his mistakes and how to

avoid them, tends not to forget if he is unfairly treated, has private views

differing from the groups, but prefers to keep himself in the background and

avoid argument, knows he has fewer friends.

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Factor ‘Q1’: Untroubled Adequacy Vs Guilt proneness

(Placid, confident, serene, complacent Vs Apprehensive,
worrying, Insecure, troubled, self-reproaching).

The person who scores low on factor–Q1 tends to be placid, calm, with

unshakable nerve. He has a mature, unanxious, confidence in himself and has

capacity to deal with things. He is resilient and secure.

The person who scores high on Factor-Q1 tends to be depressed, moody,

worried, suspicious, brooding and avoiding people. He has a child like tendency

and tenolstale anxious anxiety in difficulties. He does not feel accepted in

groups (or) free to participate.

Factor Q2: Group dependent Vs self-sufficient

(Sociably Group dependent, A Joiner and sound follower Vs self
sufficient. Resourceful, prefers own decisions)

The person who scores low on Factor-Q2 prefers to work and make

decisions with other people and depends on social approval and administration.

He tends to go alone with the group and may be lacking individual resolution.

He needs group support.

The person who scores high on this trait, is temperamentally

independent, accustomed to go his own way, making decisions and taking

action on his own. He discounts public opinion, but is not necessarily dominant

in his relation with others. He does not dislike people but simply does not mind

their agreement (or) support.

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Factor Q3: Low self-sentiment integration Vs. High strength of self-

sentiment.
(Undisciplined, self conflict, careless of protocol, follows own
urges, low integration Vs. controlled, socially precise, self
disciplined, compulsive, high self concept, control, exacting will
power).

The person who scores low on Factor–Q3 will not be bothered with will-

control and regard for social demands. He is not over considerate, careful or

painstaking. He may feel, maladjusted.

The person who high Factor-Q3 tends to have strong control of his emotions

and general behaviour, inclined to be socially aware and careful with regard to

social reputations. Effective leaders and some paranoids are high on Q3.

Factor Q4: Low ergictension Vs. High ergictension

(Relaxed, tranquil, torpid, unfrustrated, Composed Vs Tense, driven

overwrought, frustrated.)

The person who scores low on factor Q4 tends to be sedate, relaxed,

composed, and satisfied. In some situations, his over satisfaction may lead to

laziness and low performance in the sense that low motivation produces little

trail and error.

The person who scores high on this trait, tends to be tense, excitable,

restless, fruitful, and impatient. He is often fatigued, but unable to remain

inactive. In groups, he likes a poor view of the degree (or) unity, orderliness

and leadership.
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One of the Unique features of HSPQ and other personality scales

developed by Cattell, is that each of the items in any factor is selected on the
basis of their own correlation with pure factors. In other words, the HSPQ of
Cattell has factorial validity. The research carried out over years with these
factors, has produced constant and substantial correlation of these primary
factor scales, to a wide array of criteria in educational, clinical, occupational
and other areas establishing its criterion of validity.

Having decided to make use of HSPQ (Cattell’s), the questionnaire is

translated into Telugu, the mother tongue and the regional language of the
subjects on whom, it has to be applied. Five judges who are well versed with
psychological testing, checked the translation. Necessary instructions are given
to the students and they were asked to answer the items as per the instructions
given to them.

3.8. Adoption of the instrument (HSPQ):

Junior–Senior High School Personality Questionnaire (HSPQ) Form-A,

prepared and standardized by Cattell (1950) is adopted for the study. Telugu
version of HSPQ Form-A is used for the present study.

A copy of Personal Data Sheet of English version in Appendix-A

A copy of the English version of HSPQ Form-A is presented in Appendix-B

A copy of the answer sheet for HSPQ is presented in Appendix –C

The scoring key of HSPQ is given in Appendix-D

A copy of Personal Data Sheet of Telugu version in Appendix-E

A copy of the Telugu version of HSPQ Form-A is presented in Appendix-F

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3.9. Validity and Reliability of HSPQ:

For calculating Validity and Reliability, the procedure suggested by

Garrett (1973) is followed. Reliability of two subjects of each factor as obtained

by the split half technique and validity, which is the square root of reliability

are presented in Table A. The spilt half reliability is calculated on a sample of

250 pupils.

Table A: Reliability and validity of HSPQ Form-A, Using Split-Half Method

FACTOR A B C D E F G
RELIABILITY 0.592 0.731 0.765 0.658 0.812 0.741 0.725
VALIDITY 0.769 0.855 0.875 0.811 0.901 0.861 0.851
FACTOR H I J Q1 Q2 Q3 Q4
RELIABILITY 0.721 0.691 0.712 0.567 0.762 0.646 0.657
VALIDITY 0.849 0.831 0.844 0.753 0.873 0.804 0.8011

Re-test was also conducted on a sample of 250 pupils with a gap of 15

days. The test retest Validity and Reliability for each is presented in the Table.

Table B: Reliability and Validity of HSPQ- Form A Using Test Retest Method

FACTOR A B C D E F G
RELIABILITY 0.552 0.741 0.782 0.672 0.852 0.741 0.732
VALIDITY 0.742 0.861 0.884 0.820 0.923 0.861 0.856
FACTOR H I J Q1 Q2 Q3 Q4
RELIABILITY 0.798 0.645 0.712 0.704 0.716 0.676 0.721
VALIDITY 0.893 0.803 0.844 0.839 0.846. 0.822 0.849
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3.10. Administration of TOOL:

It is advised that before administering the test, a tester should be careful

of the following points.

1. The place of administration of the test should be such that the testee may

work comfortably and without any disturbance. The usual setting for the

test administration is the class room. But the tester should be careful that

the class is not over crowded. A maximum of 30 subjects should be taken

for group administration at a time in a given room, seeing the size of the

room.

2. The subjects should be properly motivated to take the test. The word

‘test’ should however never be used between the duration. Rather it

should be presented as a set of interesting statements which the subjects

would enjoy responding to what is important is to avoid a threatening

situation which is frequently associated with testing.

3. The language used by the test administrator in giving instructions to the

subjects should be as simple as possible so that each one understands

what is required.

4. The test administrator should see that each subject has available with him

a pen (or) pencil. He should however have a stock of pens (or) pencils

with him so that he may be able to meet any emergency situation.

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Having selected the schools, following stratified random sampling

method, the investigator consulted the heads of institutions selected, personally

explained to them the purpose of the test and took their permission for holding

the test. The test dates for different schools were intimated sufficiently in

advance. The students were thoroughly motivated for the test and they were

given proper instructions for answering the different test items. The investigator

visited all the schools personally, as decided and intimated earlier. The set of

HSPQ is given to the students and with the help of teachers of concerned

schools, the tests are administrated. Through inspection is made with the help of

concerned school teachers, when the students are answering the different test

item, the students who attended the school on the day of collection of data are

considered for the purpose of investigation.

The Telugu version of HSPQ is administered on all the pupils (w=800)

with the help of teachers in the morning session. Thorough inspection is done to

see whether the students are following the instruction (or) not. All the answer

sheets are collected evaluated, as per the scoring key. All the data gathering

instruments are collected from the students and they are evaluated following the

weighatage given by the test constructing authorities concerned. All the

collected data are given for statistical analysis.

The results of validity and Reliability of HSPQ Form-A show that all the

factors of HSPQ are highly valid and reliable

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3.11. Final Structure and Scoring Procedure for HSPQ:

The result of the following steps in construction is a test of 142 items

(140 plus 2 “buffer” items) in each form, carrying ten items per factor per form.
Three alternatives are given for each item. The student has to chose only one
alternative which he feels is appropriate for him. The scoring is done for each
student and for each factor using the scoring key given by the author.

3.12. Design of the Sample:

According to Cochran “The Purpose of sampling studies is to make
sampling more efficient. It provides the lowest possible cost estimate that are
precise enough for our purpose”.

The present study aims to compare the personality characteristics of the

students, who are studying in high schools in the State of Andhra Pradesh.
Hence the sample was collected from high schools. Therefore the sample is
purposive. The schools selected for the study were stratified random. Hence the
present sample is purposive stratified random sample.

The present sample is geographically divided into two divisions.

1. Kavali division of Nellore District of Andhra Pradesh.
2. Kandukur division of Prakasam District of Andhra Pradesh.

In each of the divisions some schools were selected on stratified random

basis as stated below: The total sample is 800 (N=800). Therefore some
students were selected in each division. Out of the total sample, 400 students
high achievers and 400 students low achievers; 400 students from Boys and 400
Students from Girls; 400 Students from Urban and 400 students from Rural;
400 students from Govt. high schools and 400 students from Private high
schools.
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Flowchart: Showing the Design of the Sample

10th Class Students

N = 800

High Achievers (400) Low Achievers (400)

Boys (200) Girls (200) Boys (200) Girls (200)

Rural (100) Urban (100) Rural (100) Urban (100) Rural (100) Urban (100) Rural (100) Urban (100)

Govt. Private Govt. Private Govt. Private Govt. Private Govt. Private Govt. Private Govt. Private Govt. Private
(50) (50) (50) (50) (50) (50) (50) (50) (50) (50) (50) (50) (50) (50) (50) (50)
 178

Figure-1: Showing the sample according to the variables

 179

Figure-2: Showing the sample according to the variable

 180

3.13. Collection of the data:

The Investigator visited personally to the above mentioned 19 Schools with

prior permission of the concerned Head Master/Principal of the schools. In each

schools some student from X Class selected on stratified randomly. They were

properly motivated to response genuinely to all the items given to them.

The Researcher conduct test for X Class students. In the first session HSPQ

booklet and answer sheet was given to the students. All the instructions were given

to the students and clarified doubts. Sufficient time was given to the student for

filling answers. After completion of the HSPQ test the researcher thanked the

students, Head Master and the Staff for their Co-operation.